Cognitive Principle of Meaningful Learning - Essay Example

Communicative Competence s Argument: According to Brown (2007), communicative competence is the most important principleand ultimate goal in second language acquisition. However, communicative competence can only be achieved when taking into account the social affective and cognitive needs of learners. Introduction Language is the key medium of communication between people. It is also a vital element when interacting with other people. In many years, researches have conducted on how the learning of languages has influenced the notions about how to teach the English language learners. According to Nunnan (1999), the most influential and dominant language teaching approach is communicative language teaching (CLT). CLT is based on a view of language as a system for expressing meanings and its goal so as to prepare learners to use the language for real life communications. Richards and Rodgers (1986, p.66) state, “There is no single text or authoring of any single model that is universally accepted as authoritative.” This implies that CLT is best thought of as an approach to language teaching rather than a method. Besides that, the specific activities as well as techniques used to implement CLT may differ in different contexts. The desired outcome of the language learning process based on the CLT is the ability to communicate competently. Communicative competence means being able to understand and use language appropriately and correctly to accomplish the communication goals (Brown, 2007). In learning institutions most students are assessed based on their communicative competence. Communicative competence cannot be achieved if the social affective and cognitive needs of students relating to second language acquisition (SLA) are not addressed.. Therefore, it is in this perspective that the paper will provide arguments for as to why communicative competence is the most important principle and ultimate goal in second language acquisition which can only be attained by taking into consideration the social effective as well as cognitive needs of the learners. The paper will also present a case study to support the arguments. Communicative competence In a globalised world, one of the most crucial realities of contemporary education is the increasing linguistic diversity in learning institutions and the problems that are associated with educating the large numbers of students who do not converse in the dominant language (Miller, 2012). Most of these students need to be taught a second or a foreign language. In this regard, communicative competence is required. Communicative competence comprises of four areas of knowledge and skill. The first one is linguistic or organizational competences. It refers to knowledge of the structure and forms of a language and understand how to use the grammar, syntax, and vocabulary of a language. The second one is socio-linguistic competence. It entails having awareness of social rules of language such as, taking turns, appropriate greetings, proper use of formal/informal register. The third one is discourse competence. It is knowledge of the interrelationship between sentences and phrases and also how individual message elements can be interpreted in terms of their interconnectedness. Finally, strategic competence is where one knows how to use techniques to work around gaps in their language knowledge and plan the effective communications (Canale & Swain, 1980). Therefore, given that communicative competence is the goal of language learning, learners and teachers may want to keep in mind that learners need to be able to understand and interpret messages, avoid confusion in the message because of faulty pronunciation, grammar, or vocabulary, understand the social contexts in which language is being, and use strategies for recognizing and controlling communication breakdowns (Savignon, 1997). As it was mentioned earlier, improving a learner’s communicative competence has emerged as the new focus in language instruction. However, communicative competence cannot be achieved unless we take in account the socio affective and cognitive aspects of SLA. The first component of communicative competence in SLA cannot be attained if we do not address the cognitive principle of automaticity. Adults usually pay a great attention to form of language. However, affective second language learning according to automaticity principle emphasis on moving away from thinking too much about language system towards more automatic fluent grasp of English. Therefore, this component of communicative competence will be achievable if we consider this principle and focus on the use of language. The second component of communicative competence refers to the social forces influence on language that takes into consideration the socio affective principle of language –culture connection. The importance of relationship between language and culture has been recognised and widely discussed over the last two centuries. These discussions revealed that language cannot be separated from culture. Linguistic scholars have demonstrated that culture is the foundation of communication. Samovar, Porter and Jain (1981, p.24) argue that culture and communication are inseparable because culture not only dictates who talks to who, about what, and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messagesmay or may not be sent, noticed, or interpreted. The ultimate goal of language teaching for both learners and teachers rotate around the acquisition of competency. Recent research by Daniel and Friedman (2005, p.6) indicated that linguistically diverse students are faced with the challenge of reading in a language they are not proficient at. Language and culture interact continuously for learners to be competent in that language. Therefore, helping English language learners see the connection between language and culture can help them to understand the messages of language and achieve communicative competence. Language students should be given opportunities to develop and understand the cultural context of English to communicate clearly, effectively and understand its usage. The strategic competence refers to competence in using strategies to help learn and use language, attain conversational fluency, plan and assess communication effectiveness, overcome language gaps, and modify text for the audience. According to Brown (2007), teachers need to be aware of the diversity of learning styles and strategies and try to cater for these in order to achieve strategic investment principle of cognitive needs. Additionally, they also need to use various modes of classroom organisation as well as teaching activities and inform learners about learning styles and strategies. For that reason, cognitive principle of strategic investment and its rules is requisite to achieve communicative competence. There are many advantages in teaching according to the communicative approach including CLT is a holistic approach since it considers the communicative dimension of language, offers vitality and motivation within the classroom, and it is a learner centered approach (Brown 2007). Cognitive principle of meaningful learning The principle of meaningful learning which is one of the cognitive principles is derived largely from the ways in which adults acquire languages and emphasis on the importance of learners’ characteristics, interest, needs, and goals (Nunnan, 1999). Engaging learners’ prior knowledge and planning classroom context in a way that learners’ cultural knowledge is expressed and emphasised helps to make language more meaningful and motivating to learners. It is also beneficial for teachers to learn more about their learners. Therefore, activating prior knowledge and experience through first language support and connecting to new topic and concept is an important strategy for better learning of the second language (Gibbons, 2000). Communicative competence is facilitated when learner are involved in meaningful communication. Meaningful communication happens when the teaching content is purposeful, relevant to their previous knowledge and experience, interesting, and involving. These factors help to understand and interpret the messages better are necessary elements of communicative competence. Furthermore, the issue of using authentic materials in language classrooms has been crucial in attaining communicative competence has been debated by many English language teachers over the years. Communicative competence is facilitated when communication takes place in a class setting that is simulating as observed in the real world. This goal can be attained by using authentic materials in the classroom. Authentic materials are beneficial since exposure to such materials provides the students with the opportunity to see and consider language as a rich source of cultural content (Daniel & Friedman, 2005). As cited by Shrum and Glisan (2000), authentic material highlight comprehension, present real language, provide opportunities to introduce cultural issues, enhance motivation, and create language awareness. Therefore, these influential need to be addressed through authentic materials if our goal in the classroom is to prepare learners to achieve communicative competence. Socio affective principle of willingness to communicate One of the socio-affective principles that need to be taken into account to attain communicative competence is willingness to communicate. SLA researchers have all emphasised the importance of willingness to communicate as an essential component of language instruction. Communicative competence alone may not result in actual L2 communication unless learners have high level of willingness to communicate to use L2 in authentic communication. As demonstrated in research studies, willingness to communicate is dependent on both prior experiences in communication situations and personality characteristics such as anxiety, self-confidence, motivation, and related to self-efficiency, the concept of risk taking (Brown, 2007). Conclusion The desired language learning process outcome is not the ability to utilise language like the native speaker, but the ability to communicate competently. Communicative competence is the ability to comprehend and utilise language effectively to communicate in authentic rather than simulated school and social environments. The four dimensions of communicative competence include grammatical/linguistic competence, sociolinguistic competence, discourse competence, and strategic competence. The components of communicative competence in SLA include automaticity and cultural connection. There are three basic requirements in order to communicate competently. First, learners must be motivated to communicate competently. Second, they must be knowledgeable about the situation in which they are communicating, and the kind of communication expected or needed in that situation. Lastly, one must be skilled to send and receive messages in that particular situation. The cognitive principle of cognitive learning is crucial in attaining communication competence. Meaningful communication happens when the teaching content is purposeful, relevant to their previous knowledge and experience, and interesting. The socio affective principle that needs to be considered in order to attain communicative competence is willingness to communicate. If learners have no willingness to communicate because of low level of self-confidence to engage in meaningful communication through the second language or not capable of taking risks to produce and interpret language, communicative competence will not be realised. Setting context of the case study The case study will be on ‘English as a Second Language.’ The study features the Adult Migrant English Program. The facilitation of the class will take place at the asylum seekers detention centre. The classroom setting as per the resources available will be most suitable during the morning sessions. In addition, the principal stakeholders of the course are the students and immigration department. The students have diverse cultures since they are refugees with different national backgrounds. The students are of mixed gender aged 18 to 50 years. The student’s proficiency is intermediate level. The students are mainly from Afghanistan, Iran, Iraq, Pakistan, Somali, Sri Lanka and other nations. The main goal of the class is to develop communication competence and demonstrate it in real life situations. The purpose is to develop conversational skills in the context of topics that attribute different functions in daily activities, for instance, conversation with a health practitioner, language for survival needs, and basic case management interviews. Learners will be able to learn and utilize skills in listening and speaking particularly for the purpose of obtaining information and expressing personal feelings and opinions. The learners’ challenges The main area of concern for refugees is mental health. Many asylum seekers in detention centres have had to flee their homes due towar, bombing, fear of actual arrest, torture, violent death, or abuse of human rights. They have been separated from family members and have experience of living in a number of temporary locations and deprivation of food, safe water, and medical attention. Most of refugees have experience of stressful circumstances usually due their departure from their own country and their journey to other countries. Post-traumatic Stress Disorder (PTSD) is a real concern that undermines the effectiveness of education program. These refugees and asylum seekers experience physical health problems, vulnerability to illness and disease, and difficulty access to medical attention in their resettlement in detention centres which is another influential fact in teaching and learning English. Asylum seekers express varying degrees of confusion, stress and uncertainty over processing policies and visa application, riots, disturbances and moving from one compound to another affecting their motivation to learn English. Refugees have lived for many years in unstable countries because of extreme poverty, war, or disaster. Therefore, they do not have access to the learning institutions thus majority of them are unable to read and write in their first language(s). For adults this can significantly affect their learning because they did not have the opportunity to develop the social and cultural understandings, metacognitive skills, and learning strategies that are needed to learn second language. They come from different racial, social, economic and linguistic backgrounds, so they have diverse needs and aspirations to achieve. The main challenge is learners’ willingness to communicate. Learners often have no willingness to communicate because of low level of self-confidence to engage in meaningful communication through the second language or not capable of taking risks to produce and interpret language. Therefore, communicative competence will not be attained. Guidelines and rules for applying communicative competence in the context of asylum seekers according to Brown (2007) The main part of the lesson should focus on the use of language than language system (grammar, phonology, strategic, and discourse). Learners’ characteristic, interest, needs, and goals should be taken into account. Additionally, new information should also be linked to their existing experience and knowledge. The tasks should be meaningful, useful, interesting, fun, and challenging to promote the learners’ intrinsic motivation Provide opportunities for students to use pair work or group work allowing the students to take responsibility instead of receiving knowledge and being told by the teacher what to do. Students need to be treated with patience and empathy, in addition to using challenging activities but not overwhelming. Try to promote assurance and confidence in learners by sequence activities and techniques from easier to more difficult ones. Encourage students to try out their language even though they may not be able completely attain a certain level of correctness. Include activities and materials to demonstrate the connection between language and culture. Discuss cultural differences as an important part of second language learning. In conclusion, these crucial rules are all based on cognitive and socio affecive principles which are needed to be addressed to achieve the ultimate goal of communicative competence in the context of asylum seekers in detention centres. As a result, according to the case study, communicative competence can only be achieved by taking into account the social affective and cognitive needs of learners. References Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to language Pedagogy, New York: Pearson Longman. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47. Collier, V., & Thomas, W. (2009). Educating English learners for a transformed world. Albuquerque, NM: Fuente Press. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters. Daniel, J., & Friedman, S. (2005). Preparing to work with culturally and linguistically diverse children. Beyond the Journal , 1, 1-7. Gibbons, P. (2006). Steps for planning an integrated program for ESL learners in mainstream classes. In P. McKay (Ed.), Planning and teaching creatively within a required curriculum for school-age learners. Alexandria, Virginia: TESOL Inc. Miller, J. (2012). Culturally and Linguistically Diverse Classrooms. New York: Multilingual Matters. Nunan, D.(1999). Second language teaching and learning. Boston: Heinle and Heinle. Richards, J. C., &Rodgers, T. S. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Peterson, E. & Coltrane, B. (2003, December). 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